|Year 4 2016/17||All About Us||Light and Fire||Great Moments||Water and Ice||Our World||Power and Energy|
|Topic Title||Roman Britain||Energy||Water Cycle||Climate||Ancient Egypt||Sound|
|Science||Human digestion and teeth
Children learn about the simple functions of the basic parts of the digestive system and identify how different types of teeth are used.
Children are taught to identify common appliances that run on electricity and identify the basic parts of a circuit. Children also learn about good and poor conductors.
|States of matter
Children learn how to group materials as solids, liquids and gasses and gain experience of how some materials change state when they are heated or cooled.
|Classification and habitats||Sound
Children learn how sounds are made and develop an understanding of how the features of an object and the force of a vibration can alter the sound that it makes.
|Science AT1 opportunity||How to make a bulb light up
Children make and test circuits exploring the different ways to make a bulb light up.
|Heating and cooling.
Children carry out an investigation and gain experience of predicting what will happen to things when they are heated.
|Forces||Sorting living things into categories chosen by children||Metal hangers and cup phones
Children use their knowledge of sound to design and make simple communication devices.
Children learn about the Roman Empire and its impact on Britain
Children develop an understanding of the achievements of one of the world’s earliest civilisations.
Children look at how humans have used sound differently over time and how music and sound has changed over time.
|Geography||Our place in Europe
Children use maps to locate countries as well as identifying human and physical features.
Children learn about the key aspects of volcanoes and locate some of the words most infamous volcanoes using maps and aerial pictures.
|Rivers, Seas and
Children learn about the different stages of the water cycle. Children develop and understanding of human and physical features (rivers and canals)
|Climate and vegetation belts
Children look at the link between farming and the river Nile.
Children use a variety of technology to record and manipulate sounds
|Exploration and Mapping
Children use mapping techniques and sensors in relation to their topic.
|Data Handling||Information Literacy|
|Art and Design||Self portraits
Children use mosaic patterns to create self-portraits.
Children use a variety of skills to create representations of volcanoes.
Tones and shades
|Egyptian Mural||Colours in nature
Children look at the colours in nature and the colours represented in Egypt and Ancient Egyptian art.
Children look at the work of Stocco and aim to use this knowledge to create their own art.
|Design and Technology||Roman Recipes
Using the principles of a healthy diet children create dishes using different Roman techniques.
Children design and make torches using their knowledge of circuits and modelling.
Children look at technological advancements in Ancient Egypt relating to the construction of the pyramids including the use of a Shaduf.
Children design instruments using their knowledge vibrations..
|Opportunities for English||Non-fiction
Reports about the Romans and their way of life.Biographies of famous Romans.FictionRetelling traditional Roman stories.
Setting descriptionsNon-fictionReports on circuits and switches.
Explanations of the water cycle.Explanations of how water changes state.Reports in journeysFictionImproving short narrative texts
News reports on uncovering Tutankhamen’s tomb.FictionRetelling stories based on traditional Egyptian tales.
|Opportunities for mathematics||Roman Numerals
The symbols and systems of Roman numbers.
Size and capacity of volcanoes
|Capacity||Statistics||Venn and Caroll diagrams|
Children explore different creation stories from around the world.
Children look at some of the world’s religions journeys.
|Places of worship
Children look at places of worship in different religions and make links to the religious places of ancient cultures.
|PE||Dance||Games – Striking
NAK (New Age Curling)
|Games – Invasion
|Games – Net/court
|Outdoor and Adventurous Activities|
Children learn simple greetings and conversations, building on previous knowledge of French.Latin
Looking at the shared origins of thef words we use today.
|Colours and Countries
Children develop their vocabulary relating to colours and the countries of the world.
|Numbers and colours
Children continue their work on colours and begin to build on thier knowledge of French numbers.
Mamma Mia! (Charanga)
|Garage band technology
Children develop their understanding of how technology can help them to record and manipulate sounds.
|(Charanga Unit 3)||(Charanga Unit 4) Mash it up!||(Charanga unit 4)
Lean on me
|Reflect and rewind (Charanga)
Children learn about the things humans need to do in order to have healthy bodies and healthy minds.
Children to learn how to differentiate between the terms ‘risk,’ ‘danger’ and ‘hazard’ and learn about how to manage a range of situations responsibly.
Children discuss their understanding of how to manage conflict, share their feelings and the similarities and differences between people.
Children develop their understanding of money, its value and how to deal with it responsibly.
Children develop their thinking about how to make positive contributions as citizens of the world.
A Roman visitor stimulates learning and discussion about life in Roman times.
Children use junk modelling and circuits to build their own working torches.
|Egyptian Workshop||Tropical World
Children have the opportunity to visit Halton Gill for a residential trip.
Noisy Toys Workshop
This half term, children in Year 4 explored ancient Egypt with visitors. They learned about mummification, hieroglyphics and the clothes that Egyptians wore back then.
For our Science this half term, we investigated how different objects and paper fall and thought about explanations for what we observed.
As part of our topic on Ancient Egyptians and for our English work, Sian and Simon came into Year 4 to explore how to present the Egyptian Cinderella story in different ways. It was a terrific day, with lots of drama and creativity.
Children in Year 4 rehearsing for Performance Poetry. They learned and recited the poem Winter by Judith Nicholls or Tiger by Mary Ann Hoberman.
I’m a tiger Striped with fur
Don’t come near
Or I might “Grrr”
Don’t come near
Or I might “Growl”
Don’t come near
Or I might
Mary Ann Hoberman
Winter raced down the frozen stream, catching at his breath; on his lips were icicles, at his back was death. (Judith Nicholls)
Winter crept through the whispering wood, hushing fir and oak; crushed each leaf and froze each web – but never a word he spoke.
Winter prowled by the shivering sea, lifting sand and stone; nipped each limpet silently – and then moved on.
In Science, Year 4 have been learning about States of Matter. They learned about reversible and irreversible changes. One of the investigations was to see what happened to wax and chocolate when they were heated and left to cool.
Year 4 have travelled 5000 years back in time to learn about the Ancient Egyptians. So far, we have looked at how important the River Nile was to the Egyptians. The children have researched how linen was made during this time and they also had the opportunity to research something of interest to them. They discovered lots of interesting facts! We’re now learning about the pyramids: who they were built for, why they were built and how they were built. The children are amazed at the intelligence of this ancient civilisation and are keen to discover more.
During half term 4, Year 4’s science and geography topics were very closely linked. We started by looking at reversible and irreversible changes, in science. This involved us melting chocolate, cooking eggs, freezing and boiling water and discussing the results. We then learnt about the water cycle and how the changing states of water relate to this cycle.
Last half term, in science, Year 4 explored the digestive system. We conducted our very own digestive system experiment by making a stomach!
To do this, we needed the following pieces of equipment:
One freezer bag (the stomach)
One cream cracker (the food)
Water (the saliva)
One glass of orange juice (the stomach acid)
Tights (the intestines)
To start with, we used our hands to break the cracker into smaller pieces, inside the bag. Our hands, along with water, acted as the very first stage of the digestive process – our mouths! To show the process in the stomach, we poured in a small glass of orange juice. After that, we used our hands to break down the cracker, just as you would imagine in your actual stomach. The orange juice acted as the stomach acid and we were stunned with the results! We then transferred the contents of the bag into a leg of the tights which represented the intestines. Take a look below…
Our main topic this half term has been learning about The Romans. We have looked at time lines, why the romans invaded Britain and completed a more detailed study of roman education. Hover with the Aurasma app over the image so see some of the work completed in class.